Fachdidaktische Modellierung Technischen Wissens als Grundlage zur Analyse technischer Repräsentationen

Abstract

Within commercial and technical vocational training, the trainees are faced with increased demands when it comes to dealing with graphic representations. Empirical evidence suggests that such representational competence (Kozma & Russell, 1997; Rau, 2016) cannot be assumed: learners are unable to successfully extract subject content from external representations. To clarify this problem, the embedded (technical) expert knowledge as well as the respective cognitive structures must be identified from each, the perspective of learning psychology and didactics. On foundation of an extensive literature review, an analysis grid is developed to describe the previous knowledge necessary to understand the deep structure of the representations.